Assistive Technology Research to Practice Bridge Considerations for supporting the translation of research into practice – an important discussion. Suzanne A. Milbourne University of Delaware, Center for Disabilities Studies November 29, 2016 Center on Technology and Disability Technology Solutions for Early Childhood….The Future is Now

Evidence indicate that Assistive Technology (services and devices) helps children, regardless of age or disabling condition to PARTICIPATE IN EVERYDAY LIFE ACTIVITIES; and therefore grow and develop.

Evidence indicate that Assistive Technology (services and devices) helps children, regardless of age or disabling condition to PARTICIPATE IN EVERYDAY LIFE ACTIVITIES; and therefore grow and develop.

Evidence indicate that Assistive Technology (services and devices) helps children, regardless of age or disabling condition to PARTICIPATE IN EVERYDAY LIFE ACTIVITIES; and therefore grow and develop.

Evidence indicate that Assistive Technology (services and devices) helps children, regardless of age or disabling condition to PARTICIPATE IN EVERYDAY LIFE ACTIVITIES; and therefore grow and develop.

https://tnt.asu.edu/sites/default/files/ResearchBriefVolume8-1.pdf ‘10, ‘11, ‘12

Results of 2013 meta analysis of 1023 studies of AT use by children 3 to 8 years of age: AT improved child outcomes in cognitive, social, communication, literacy, motor, adaptive skills & increases in engagement in learning activities. Regardless of age or level of disability, AT is effective in promoting development To be effective, AT training is necessary. Dunst, Trivette, Hamby, Simkus, 2013

Results of 2013 meta analysis of 1023 studies of AT use by children 3 to 8 years of age: AT improved child outcomes in cognitive, social, communication, literacy, motor, adaptive skills & increases in engagement in learning activities. Regardless of age or level of disability, AT is effective in promoting development Dunst, Trivette, Hamby, Simkus, 2013

Results of 2013 meta analysis of 1023 studies of AT use by children 3 to 8 years of age: AT improved child outcomes in cognitive, social, communication, literacy, motor, adaptive skills & increases in engagement in learning activities. Regardless of age or level of disability, AT is effective in promoting development Dunst, Trivette, Hamby, Simkus, 2013

Results of 2013 meta analysis of 1023 studies of AT use by children 3 to 8 years of age: AT improved child outcomes in cognitive, social, communication, literacy, motor, adaptive skills & increases in engagement in learning activities. Regardless of age or level of disability, AT is effective in promoting development Dunst, Trivette, Hamby, Simkus, 2013

Results of 2013 meta analysis of 1023 studies of AT use by children 3 to 8 years of age: AT improved child outcomes in cognitive, social, communication, literacy, motor, adaptive skills & increases in engagement in learning activities. Regardless of age or level of disability, AT is effective in promoting development. Dunst, Trivette, Hamby, Simkus, 2013

Results of 2013 meta analysis of 1023 studies of AT use by children 3 to 8 years of age: AT improved child outcomes in cognitive, social, communication, literacy, motor, adaptive skills & increases in engagement in learning activities. Regardless of age or level of disability, AT is effective in promoting development

Despite evidence of its benefit, assistive technology use appears to be underutilized in the field.

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Myths often curtail Assistive Technology use with young children

AT can only be used in a setting where an AT specialist is available MYTH

Myth Buster Myth Buster Resources SPECIALIST AT can and should be used by multiple professionals and family members across a variety of routines and activities and environments (home, school, community, etc.) CARA’s Kit (for Preschoolers and for Toddlers) http://inclusioninstitute.fpg.unc.edu/sites/inclusioninstitute.fpg.unc.edu/files/handouts/Milbourne_SA%20CARAs%20Kit%20NECTAC%202012.pdf http://www.kirkwood.edu/pdf/uploaded/1163/caras_kit_7_adaptation_lessons.pdf   CONNECT Module - http://community.fpg.unc.edu/connect-modules/learners/module-5 The IRIS Center - Early Childhood Environments: Designing Effective Classrooms http://iris.peabody.vanderbilt.edu/module/env/#content

A child must be “old enough” to benefit from AT MYTH

Myth Buster Myth Buster Resources AGE Use of AT for even a short time has been shown to yield positive outcomes even for the youngest child/children Video - SLP working with 18 month old twins using Vantage Lite http://www.youtube.com/watch?v=7eXD-6TJJ7I   Video - Maya’s Journey (10 Minutes) http://www.youtube.com/watch?v=UyGr7_B2Nrk

AT comes from specialized sources MYTH

Myth Buster Myth Buster Resources As the world of AT and IT and ET collide more universal technology is being developed for all learners not just learners with disabilities. http://www.fisher-price.com/en_US/brands/laughandlearn/products/66016   Tiggly shapes http://tiggly.com/ (sold in Apple stores) “Ideas to Share” on the Tots N Tech web site www.tnt.asu.edu Go Baby Go providing young children mobility access fabricATe a maker-movement approach to making low- and light-tech AT

There are prerequisites to the use of AT that a child must have before considering AT MYTH

Myth Buster Myth Buster Resources FIRST There are NO prerequisites to the use of AT The notion of presuming competence - Emma’s Hope Book - Blog http://emmashopebook.com/2013/05/14/parenting-presuming-competence/ Babies Driving Robots: Dr. Cole Galloway's Breakthrough Research https://youtu.be/PQnPcIGY02I (3min) and https://www.youtube.com/watch?v=qcZtW18WgtE (5min) and https://www.youtube.com/watch?v=5twOYebytX4 (1 min) and https://www.youtube.com/watch?v=EH1BA792PQc (2min) and https://www.youtube.com/watch?v=f6D860rsV9w (2min)

Assistive Technology IS effectively being used by more children regardless of age or level of disability

Assistive Technology IS effectively being used by more children regardless of age or level of disability But… IT IS OUR JOB TO CURTAIL THE MYTHS!

Assistive Technology IS effectively being used by more children regardless of age or level of disability But… IT IS OUR JOB TO CURTAIL THE MYTHS!

Assistive Technology Research to Practice Bridge Suzanne A. Milbourne 11/16 Thank you to Pip Campbell who introduced me to the world of assistive technology and research. Thank you to Bridget Gilormini and Sue Mistrett for the endless hours of discussion about the Myths! Thank you to Jackie Hess and FHI360 for respecting my knowledge and expertise enough to invite me to present at the 2016 Technology Solutions for Early Childhood symposium. Thank you to Tracie Dickson and the staff at OSEP for trusting in our ability to change early childhood practices. The contents of this presentation were developed with support from grant #H327L120010 from the U.S. Department of Education, Technology and Media Services for Individuals with Disabilities program, Models Promoting young Children’s use of Assistive Technology priority.  However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal government.